The Exploration of Student Emotion Experience and Learning Experience in E-learning Platform

The development of blended learning in Hong Kong has been shifted to using pedagogical driven approach and the adoption of learning theories in blended learning course development became significant. In the past years, HKU SPACE adopted cognitive alignment in outcome-based learning theory for designing and developing blended learning course to the students. This research aims at understanding learning experiences of undergraduate students in blended learning. In this study, qualitative approach was adopted for obtaining in-depth understanding of learning experiences of the students in the blended learning environment. Focus group interviews for students were conducted in an accounting course. The interviews were analyzed by thematic analysis while thematic maps were used for coding and themes identification. The themes in learn via learning activities, learn via collaboration, learn for good assessment result, learning activities helps study and enjoyed most, perceived advantages of online learning, need more learning support, need mobile learning, preference in integrated and non-integrated blended learning, and difficulties in blended learning were identified. With the themes identified, issues on learning engagement, importance of aligning assessment with learning activity, online collaboration and enhancing blended learning experiences were discussed. Finally, pedagogy designs to enhance students learning were recommended. The study contributes to fill the research gap in understanding blended learning experiences of undergraduate students in Hong Kong.

Background: Peer assessment can provide a valuable method of enriching students’ learning experience, particularly when students act as the assessors, which provides a highly effective enquiry-based learning experience and is increasingly being utilised in medical schools internationally. In preparation for their summative examinations, senior medical students at the Sydney Medical School are required to assess their peers, alongside an academic co-examiner, in the formative long case examinations. This study sought to assess the level of agreement in marking and decision making between student peer and academic assessors, to evaluate the impact of peer assessment on examination performance and to investigate students’ perception of their experience as assessors. Methods: Medical students examined their peers, alongside an academic co-examiner. We randomly allocated half of the student participants to examine a peer, alongside an academic assessor, prior to being examined themselves. The level of agreement in marking was determined by comparing the independent marking sheets of student and academic co-examiners. Data on whether the student was examined before or after assessing a peer (order of examination) were collected and compared to measure whether prior participation as a peer assessor improved student examination performance. Questionnaires and focus group discussions were used to evaluate student peer assessor perceptions. Results: Over a 3-year period (2010 to 2012), 197 students participated as co- examiners and were also examined by their peers, with students marking significantly more leniently than their academic co-examiners. Order of examination had no significant bearing on student examination performance. Students identified several benefits of acting as an examiner, including better insight into examination technique, opportunities for self-reflection and knowledge acquisition, and development of some of the attributes of professionalism. However, students identified difficulty in providing critical feedback to peers.Conclusion: Engagement as an assessor alongside an academic supervisor provides a rich learning experience for students. Additional training in both peer assessment and feedback may increase students’ professional and educational outcomes for future iterations of the activity.

Students’ experiences and learning skills are key performance indicators for an institution’s performance. A questionnaire survey was conducted between university business students for a period of one semester to ascertain the role of improved learning strategies which are central to strategic planning. A survey on nearly 400 students was conducted and 95 respondents conformed to the guidelines and were analysed using SPSS. Results showed that the types of learning activities employed are on average okay and less stressful with quiz having the highest percentage. The poorer the student learning experiences and satisfaction, the more vulnerable these institutions are to having sustainable growth and the higher the student satisfaction and satisfactory learning experiences, the more preferable and competitive these institutions become. Students also gain more of knowledge and creative and innovative skills from the learning activities. Therefore, the current learning strategies are largely useful and dependable in building institutional capacity.

Artificial Intelligence (AI) has received significant attention in the educational context, and one of the prominent forms of AI is ChatGPT (Generative Pre-trained Transformer). This study aims to conduct a literature review on the role of ChatGPT AI in student learning experiences. This literature review research focuses on the use of ChatGPT in supporting the learning process of students at various levels of education. The literature review method is used to collect, evaluate, and synthesize the latest literature that is relevant to the research topic. The results of the literature review show that the use of ChatGPT AI in education has grown rapidly in recent years. ChatGPT has been applied in a variety of educational contexts, including as a learning assistant, virtual tutor, assignment corrector, and interactive learning aid. Some of the benefits of using ChatGPT AI in education include increasing the accessibility of learning materials, providing fast and personalized feedback, and encouraging student engagement and learning motivation. However, some challenges need to be addressed, such as ethical concerns, data privacy concerns, and technology limitations. This study concludes that AI ChatGPT has great potential to change the way students learn by providing adaptive and personal assistance in the learning process. To support more effective learning experiences, practitioners and decision-makers in the education sector need to understand the potential and limitations of using ChatGPT.

A core component of healthcare courses involves reflective learning. This article discusses a student's learning experience while undertaking the diploma in operating department practice. Core skills development is important in facilitating the learning process, and can be identified through reflective practice. Reflecting on individual learning experiences can support students in meeting the Health Professions Council's (HPC) standards of proficiency.

This study aims to describe student's learning experiences in explaining scientific phenomena in online science/biology learning. This study uses a descriptive method, the data sources are questionnaires and Student Worksheets (LKS) from six schools in the city of Bandung which were selected by stratified random sampling with good, sufficient and poor categories based on the 2019 BSNP. There are 207 state junior high school students in Bandung City who filled out a 40-item questionnaire to answer this research. Questionnaire items for students have been adjusted to the skills to explain scientific phenomena based on the PISA 2018 framework. The results show that the student's learning experience in explaining scientific phenomena of Science/Biology when online learning has not been implemented optimally. The results show that the skill to explain scientific phenomena gets score 1,01. There are results of the worksheet’s analysis which show that the orders or questions on the worksheet that have been made by the teacher are 50% according to those obtained from schools in the good category. Through this research, the problem is that when doing practicum, the material is not understood because of the discrepancy of the material during the learning process.

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

High-impact practices (HIPs) have been adopted by many universities around the world to enhance student learning. The aim of this qualitative study was to analyzed how building ePortfolios may impact student learning experience via weekly reflections. A total of 47 senior undergraduate English as a foreign language (EFL) students enrolled in research projects shared reflections about their research experiences via the development of ePortfolios. Data analysis was carried out through deductive coding of the transcribed focus groups and weekly reflections. Findings suggest that the participants used their ePortfolios to improve their writing skills and increase their knowledge. Students were able to track their progress and felt more engaged in learning. They also showed appreciation to the feedback provided by their instructors on their reflections. However, the students shared some challenges they faced while developing their ePortfolios. Despite these challenges, there was a positive impact of ePortfolios on students’ learning experiences. Implications and further directions for research are discussed.

Higher education models appear to be not entirely designed to support students in facing severe challenges, such as failure in exams and dropping out of school. To solve these challenges, several models of learning styles have been proposed, under the premise that these studies contribute to improving the student's learning experience. This research aims at quantifying the impact of learning styles (learning preferences/dimensions) on students' academic performance from a higher education institution. Ninety-six undergraduate students were surveyed during the 2018-2019 school year and randomly divided into two groups: control (CG) and experimental (EG). The learning preferences of the students were identified using the Unified Learning Style Model (ULSM) instrument. Subsequently, the level of students’ knowledge concerning the course was determined employing a pre-test exam. As a following step, the students of the EG consulted the learning objects designed considering different learning styles. The CG attend their lessons in a face-to-face environment; both groups answered a post-test exam to assess their learning. The learning styles' effect -learning objects were designed to cover several learning styles- on academic performance is quantified employing an ANOVA analysis. The results differ from those postulated in previous researches based on the ULSM since there is no statistical evidence that learning styles influence students' academic performance. Therefore, it is necessary to explore other cognitive and affective factors that make the student's learning experience efficient and effective.

Mobile learning is fast becoming a global phenomenon, resulting in a change to the way education is being delivered. As society is now experiencing 'mobility' in all spheres, it is unsurprising that mobile devices are being used by both learners and educators as a natural extension of the tools and technologies available to enhance the learning environment. Mobile learning aims to provide another layer of support to the students' learning experience, alongside other delivery methods to enhance and support the learning process. This paper describes the results of a study carried out in a New Zealand tertiary institution which investigated whether the learning environment could be enhanced through the use of mobile technologies and thereby enrich the student learning experience in a tertiary environment. Open-ended questions and focus groups were used to gather perceptions of the students' experiences of the mobile enhanced learning environment. The analyses confirmed that the mobile enhanced learning environment was a positive one and that the increased levels of communication relating to both the learning content and administrative matters was found to have made a difference to their learning experience. Students' responses also highlighted issues that educators need to pay attention to when using mobile technologies. The issues raised suggest that a consistent and planned approach is needed when designing, planning and implementing a mobile enhanced learning environment.

Appraising the role of the virtual patient for therapeutics health education

The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.

The COVID-19 lockdown event in early 2020 provided a rare opportunity to directly compare students’ experience in the remote online classroom with their prior experience in the traditional physical classroom. A total of 354 survey responses were analysed statistically. Students’ experience in the remote online classroom was found to be less satisfactory than their experience in the traditional physical classroom. Interaction with fellow students was not satisfactory in the remote online classroom. Interactions with faculty, other students, class materials and educational technology were negatively influenced by the move to remote online learning. Home environment correlated with student learning experience in the remote online classroom but not in the physical classroom. The ambience in the home – noise, disturbance and distraction – was only marginally satisfactory for undergraduate students. Master students were more satisfied with their online classroom experience and with internet connectivity and ambience in their home than were undergraduates.

Computer games are fun, exciting and motivational when used as leisure pursuits. But do they have similar attributes when utilized for educational purposes? This article investigates whether learning by computer game can improve student experiences compared with a more formal lecture approach and whether computer games have potential for improving performance. Instruction was split between lectures and computer games, and student experiences were recorded using an Experience Sampling Method to capture real-time experience and feelings of flow. Results indicated that student experiences in the game mode showed increased alertness, increased feelings of being active, increased feelings of involvement and an increased perception of challenge. Flow characteristics revealed boredom during standard lectures but anxiety and flow during game modes. Finally, some evidence of improved attainment was evident. By using contemporary interactive approaches such as computer games, student learning experiences and attainment may be improved. Some practical issues of implementing games are also discussed.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.